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1 The Promotion and Tenure Process Managing the Academic Career for Faculty Women at Undergraduate Computer Science and Engineering Institutions CRA-W.

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Presentation on theme: "1 The Promotion and Tenure Process Managing the Academic Career for Faculty Women at Undergraduate Computer Science and Engineering Institutions CRA-W."— Presentation transcript:

1 1 The Promotion and Tenure Process Managing the Academic Career for Faculty Women at Undergraduate Computer Science and Engineering Institutions CRA-W Workshop, March 7, 2007

2 2 What is it? Promotion: moving from one academic rank to another Tenure: status awarded after a trial period to protect from dismissal Usually occurs during the 6 th year Often occurs with the promotion from assistant to associate

3 3 What is the process? Understand your institutions process Faculty handbook Departmental expectations Informal expectations Various review levels Department College University President / Provost

4 4 Evaluation Criteria Decide on a realistic plan of action: Teaching (50-80%) Professional Development (10- 30%) Service (10-20%)

5 5 Teaching Evaluation Areas Content Expertise – 35% Instructional Delivery – 30% Instructional Design – 25% Course Management – 10%

6 6 Content Expertise Possesses an appropriate degree Knowledgeable about recent trends, findings and value issues within the discipline and incorporates this in the teaching-learning experience Develops a breadth of knowledge that enriches her teaching by making connections to other areas within the field of expertise or in other fields

7 7 Instructional Delivery Meets all classes at designated times Conducts all classes in accordance with course syllabus Maintains regular office hours Demonstrates interest and enthusiasm for the student learning process Elicits responsible student participation Assessment strategies are varied and reflect course level, content and objectives Interactions with students are respectful and professional

8 8 Instructional Design All required components of course syllabus are present Course materials are free of errors Learning activities are suitable to students and instructional goals Consistent and ongoing evaluation of course is evident Effort to improve teaching is evident in course design over time Selects teaching strategies that are appropriate for course level, content, and objectives and that promote student participation in course and engagement in area of study Course is congruent with departmental curricula and institutional mission Is fully aware of and uses available college resources in a way that augments the quality of teaching and enhances student learning

9 9 Course Management Student evaluations administered according to policy Processes course related information in a timely manner (grades, enrollment lists, …) Schedules use of supplementary resources and support services as needed Insures that necessary resources are available when class begins

10 10 Teaching – portfolio contents Courses youve taught New courses youve developed Student evaluations Peer evaluation from observation Supporting classroom materials Number of students taught Personal goals and philosophy

11 11 Professional Development Research Scholarship Publications Grants and contracts Major software systems Papers presented Workshops and seminars attended Awards and honors

12 12 Service Department Academic advising Running a lab Advising a student club Recruitment Mentoring students College Committees Profession Conference or technical committees Review panels / editing Community Outreach to high schools or professional organizations

13 13 Putting it together Start on your hire date! Do a yearly self-evaluation –Evaluate each class and make a list of what youd do to improve it Collect supporting materials On-going Keep a drawer/file/stack at all times »ALL records »Letters from students »Awards nominated for »Other successes Keep track of dates Letters of assessment / reference Chair, alumni, students Peers - inside and outside of the institution

14 14 Self Evaluation Be sincere Address strengths and obvious weaknesses Address three areas of evaluation in detail Include goals for each area of evaluation

15 15 Advice Be visible Choose your enemies wisely Pay attention to criticism / failures Calmly evaluate student evaluations Make a list of specific activities to address perceived weaknesses Have chair and peers evaluate often Formative Summative Get help! Mentor, chair, peers Campus faculty development programs Other senior faculty members

16 16 Conclusion Stay organized Stay positive You can do it!

17 17 Resources CRA Career Mentoring Workshop transcripts ojects/mentoring/mentorWrkshp/ tenure.pdfhttp://www.cra.org/Activities/craw/pr ojects/mentoring/mentorWrkshp/ ojects/mentoring/mentorWrkshp/ sm_schools.pdfhttp://www.cra.org/Activities/craw/pr ojects/mentoring/mentorWrkshp/ CRA Career Mentoring Workshop transcripts ojects/mentoring/mentorWrkshp/ tenure.pdfhttp://www.cra.org/Activities/craw/pr ojects/mentoring/mentorWrkshp/ ojects/mentoring/mentorWrkshp/ sm_schools.pdfhttp://www.cra.org/Activities/craw/pr ojects/mentoring/mentorWrkshp/


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